Social capital has been used as a way to illuminate the relationship between the micro level of educational experience and the macro level of social forces and structures. A common starting point for both Bourdieu and Coleman was the rejection of the idea that educational attainment and achievement is a product solely of individual's natural talents. Aspects of the explanations Bourdieu and Coleman offer are similar, despite different theoretical frameworks. Subsequent theorists have refined the concept of social capital and applied it in different ways. Although a large volume of these studies replicate previous work (particularly Coleman's), others ,eg Stanton-Salazar and Dornbusch (1995), extend and question it. Social capital has become an important concept in educational policy, with substantial work by the OECD and others investigating the relationship of human and social capital.
Economic capital: command over economic resources (cash, assets).
Social capital: resources based on group membership, relationships, networks of influence and support. Bourdieu defines social capital as "the aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition."
Cultural capital: forms of knowledge; skill; education; any advantages a person has which give them a higher status in society, including high expectations.Parents provide children with cultural capital, the attitudes and knowledge that makes the educational system a comfortable familiar place in which they can succeed easily.
http://en.wikipedia.org/wiki/Cultural_capital
www.education.monash.edu.au/centres/mcrie/docs/education-and-social-capital041012.rtf
Your point? Not everyone is given everything?
